Title:  Heritage Day

Grade Level:  3

Subject:  Social Studies, Language Arts

Learner Outcomes:  The student will visit a variety of stations with activities that focus on family heritage.

Duration of Lesson:  1 day (6 hours)

Materials:  tables and chairs for stations, rotation schedule for each student, various materials needed for each station, presenters/helpers for the stations

Technology Tools/Courseware:  multimedia computers, internet access

Teacher Notes:  This activity shows how to have Heritage Day in your classroom but, if possible, have a school wide event. This event could also be completed in small sessions over several days in the classroom. Incorporate teacher supervision at each station. Provide students with a schedule prior to the event and see that they stick to it to help control the number of students at each station.

Procedures:  The following are examples of various stations/activities that will allow your class a little insight of what it might have been like to be Molly or a Pilgrim:

• Prior to this day, have the students begin a KWL chart.
• Encourage students to imagine how Molly felt in her new school. Ask students to imagine if someone decided that all people with blue eyes weren't "normal" and therefore were to be laughed at and teased (or use another appropriate physical feature). Ask students to brainstorm ideas of how Molly's mother could have made a pilgrim doll using a clothespin. Give each student a clothespin. Let the student use scraps of material, scissors, and glue to create clothespin dolls to represent pilgrims. Use school pictures or pictures from magazines to cut out and make the head of their doll. Each child should have the opportunity to share their pilgrim doll and explain why they dressed the doll in that way (This could be done after Heritage Day.). Visit the internet to see examples of pilgrim dolls made by a third grade class.
• Use a world map or globe to trace Molly's trip from Russia to the United States.
• Make a yummy Mayflower Meal. Provide beef jerky, a cracker, a piece of cheese, and some water. What do they think about their Mayflower Meal?
• To allow students to see how it felt to be on the Mayflower with so many other people, use masking tape to make a 4x4 square on the floor. Add students one at a time. See how many kids can fit, then write a group story of how it would feel to be so squished for an entire journey.
• Set up a trading post. Cut out pictures of objects available in those days and have the students decide what they would trade to get things they need.
• Discuss what the Pilgrims brought with them on the Mayflower and how all objects had a purpose since there was not a lot of space. Then ask the group what they would bring and why.
• Have a template of a boy's Pilgrim hat. Make the pattern so that the hat is two sided and opens up. On the inside, have the group write why they would/wouldn't have come on the Mayflower or 5 things they are thankful for.
• Take a virtual tour of a Plymouth Plantation.
• Have a character education session about showing compassion for others. Visit the internet to see the following books that are good examples of showing concern or sympathy for others.
• Provide clothes for students to see how they dressed.
• After Heritage Day, complete the KWL chart.

Modifications:  Use peer tutors as needed for children with special needs.

Enrichment Activities:
     1.  Research and write a report about the similarities and differences of Russian and US clothing, dolls, etc. Bind the reports into a book for viewing in the library.
     2.  Have students create a bulletin board.

Evaluation and Assessment:
     1.  Student participation
     2.  Completion of sessions and KWL chart
     3.  Teacher observation

WV State IGO's:
Language Arts:  3.2, 3.5
Social Studies:  3.6, 3.15, 3.37, 3.38, 3.41, 3.42, 3.47, 3.48, 3.49, 3.50

National Standards
 

Resources:
http://www.smcoe.k12.ca.us/
http://pilgrims.net/plimothplantation/vtour/index.htm
http://polk.ga.net/westside/character/compassion.html
KWL Chart

Authors:  Twila George, Mary Lindley, & Cathern Reeves